What type of to-do list is most appropriate for the student: A written to-do list, a to-do list that combines words and pictures, a picture-matching to-do list, or an object-based system?
A to-do list can serve to reduce anxiety for the student who perseveratively questions when he does not understand the expectations within a given task/assignment.
Many students should be taught to develop their own to-do lists. When we are faced with a number of tasks, it provides a sense of control and calm to move through that list, checking items off. This is a coping strategy that has great value across independent living, post-secondary, and employment contexts.
Does the student’s to-do list answer these four questions:
How will the student interact with his to-do list to ensure that he is consistently using and referencing it? Will he check items off, delete items, place completed items in a folder, place items in a “finished” bin to represent completion of a task, etc.?
What additional cues (e.g. time durations, highlighting, instructions, reminders) might you add to the to-do list to clarify expectations and promote attention to key elements?
In order to align this intervention topic area with the unique needs of the student, do you need to create a to-do list in the View2do program?